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Rörelse, frihet att välja, utforska tillsammans och på egen hand, kanske upptäcka något som vi inte vet vad... Detta är utgångspunkter när vi förbereder rummet och väljer ut material för att träffa fem elever och deras pedagoger på Krokbäcks anpassade skola inom utvecklingsprojektet En elev - en föreställningsvärld.

Our third visit to the children’s residence that we have collaborated with during the year. Take part in Lisbeth’s reflections! A Saturday, and we know which young people we will meet, so we know them a little. This time we enter through the back way via the garden directly into the room where we will be. The room has to be emptied of everything except a mat and some very very large white cubes. The ladder with the umbrellas and the small lamps. While the strings, cutlery chi

När dagen väl börjar blir det aldrig som vi har tänkt. Två elever kommer in mycket kort i rummet. Var och en runt 1 min. Sen ut igen. Det är bara att hänga med. Hålla öppet vad som händer och vad som skulle kunna hända. Låta det ta tid. Vänta in. Lyssna in. Kanske överraska. Söka kommunikativa ingångar. Pröva.

Flexibility, lack of demands, and a communicative approach. These are concepts and perspectives that recur in our dialogue with the educators in the class at Kroksbäck. During our first week, we check in with the educators, partly briefly and spontaneously as time allows for them after we have met one of the students, and partly in the classroom during the last half hour of the day when several educators participate and the students are still in the classroom. I really apprec

We are back at the school to meet the pupils again! With our previous experiences we have selected a number of new materials that we want to explore together with the pupils. Movement and a shared experience of movement remain in focus together with visual and auditory sensory impressions. Strips of corrugated cardboard, a long flexible tube, a thick tube filled with tamarind seeds, wooden beads, bent pieces of steel wire that hold back the contents that flow when it is turne

After our second week at the school we meet Hanna, the educator responsible for the class. The importance of these reflection meetings is enormous. We get a chance to gain a deeper understanding and knowledge of the students’ situation and the school’s challenges. This overall picture that the educators can share with us together with our experiences of actually meeting the students in the performance space several times, leads us further in the development process of this fo

It is Sunday evening and we are about to meet H, who will take us on a sensory performing arts experience. We knock on the door and are told that H is currently in her room but knows that we are coming. Her parents have prepared the space so that there is an open area in the room, almost like an extension of the family garden. This is where H has her favorite corner, and it was for that reason that we initially chose this room as the venue. For some children within our target

All children have the right to participate in arts and cultural life. This is a building block of democracy and a legal right under the UN Convention on the Rights of the Child. Yet many children and young people with diverse abilities rarely or never take part in, or are visible at, arts and cultural activities in public spaces. This is a challenge we would like to try to be a small part of solving. Thanks to a two-year project grant from the Swedish Postcode Foundation, we